Motivational profiles and their relation to academic achievement for grade 4, 5 and 6 elementary school students (Record no. 20055)

MARC details
000 -LEADER
fixed length control field 02498nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210123214.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Itani, Rayan Rafik
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Motivational profiles and their relation to academic achievement for grade 4, 5 and 6 elementary school students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 76 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Motivation is a construct that has been intensively researched as an influential factor in the process of learning. This study investigates the presence of motivational profiles (autonomous, controlled, combined motivation, and amotivation) across the upper elementary grade levels (4, 5 and 6) and test whether motivational profiles differ in relation to academic achievement and gender. A sample of (220) students from the upper elementary levels (4, 5 and 6) participated in the study whereby they responded to an “Academic Motivational Scale” questionnaire aimed at investigating the type of motivational profile students have. Further on, students’ Grade Point Averages from a previous semester was collected. Several forms of analyses were conducted on the data from the questionnaires. Multivariate analysis of variance (MANOVA) was conducted to compare the effects of the various groups of students (i.e., grade levels) on motivational profiles. Then, Pearson Correlation analysis was used to investigate the relationship between students’ academic achievement and motivational profiles. T-test scores were calculated to assess the relationship between gender and the various motivational profiles. The findings of this study reveal significant results between identified and autonomous motivation and academic achievement in grades 4 and 5. Significant differences were observed between each grades 4 and 5 and motivational profiles. Gender differences did not have any significant results in relation to the motivational profiles
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Motivation
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدافعية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102221">http://search.shamaa.org/FullRecord?ID=102221</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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